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Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading
Title
Partnering with paraprofessionals: Expanding preschool children's responses through dialogic reading.
Creator
Hirn, Juliana, Towson, Jacqueline, Green, Katherine, Kent-Walsh, Jennifer, University of Central Florida
Abstract / Description
Shared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children...
Show moreShared interactive reading is an evidence-based practice where professionals can collaborate to promote literacy and language skills in young children. Providing children with developmental disabilities (DD) the opportunity to gain language and preliteracy skills in early intervention is critical for their development as they are at a higher risk for falling behind in academics compared to their age-matched peers. This study evaluated the effectiveness of dialogic reading (DR) for children with DD. DR has been shown to be an effective strategy to teach typically developing preschool-aged children vocabulary, language, and literacy skills, however research in children with DD is limited. Results related to the different types of questions asked by paraprofessionals before and during a DR intervention showed one singular training of DR positively impacted paraprofessional's implementation of DR strategies and children's responses to prompts. A positive impact was found on children's language use during book readings.
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Date Issued
2019
Identifier
CFE0007891, ucf:52794
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007891
Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate
Title
Multicultural Counseling Competence of School Counselors: Relationship to Multicultural Behaviors and Perceived School Climate.
Creator
Greene, Jennifer, Hagedorn, W. Bryce, Van Horn, Stacy, Taylor, Dalena, Hopp, Carolyn, University of Central Florida
Abstract / Description
Diversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack...
Show moreDiversity in the United States is steadily increasing with racial and ethnic groups traditionally called minorities expected to account for over 50% of the U.S. population by 2050 (U.S. Census Projections, 2009). At the same time, the school age population is expected to consist of 60% students from (")minority(") backgrounds. Yet, school counselors are mostly from White, European backgrounds and are projected to continue to come from that background (Brown, Parham, (&) Yonker, 1996; Pack-Brown, 1999; Vaughn, 2007). This creates frequent cross-cultural counseling relationships within schools necessitating that school counselors have multicultural competence. Multicultural counseling competence (MCC) has been related to awareness of privilege (Mindrup, Spray, (&) Lamberghini-West, 2011). This research investigates that connection and the connection of self-reported MCC of school counselors to their multicultural school counseling behavior. The research also examines the connection with school climate, which has been connected in previous literature to academic achievement. This research indicates relationships between the self-reported MCC of school counselors and awareness of privilege and oppression. Results indicated a predictive relationship between MCC and awareness of privilege and oppression on multicultural school counseling behavior. Furthermore, results indicated a predictive relationship between MCC and awareness of privilege and oppression on perceived school climate. Results also indicate a relationship between reported multicultural school counseling behavior and perceived school climate. Selected demographic factors were also examined, indicating differences in the constructs of interest based on gender, ethnicity, and having taken a multicultural class. Relationships and differences remain after accounting for social desirability.
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Date Issued
2014
Identifier
CFE0005498, ucf:50352
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005498